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This paper reports on the qualitative part of a larger experimental study in which three groups that is, Control Group (taught through traditional method), Experimental Group I (taught through communicative grammar translation model), and, Experimental Group II (taught through information and communication technologies supported communicative grammar translation model) were compared to examine the effect of technologies supported communicative grammar translation model on students’ motivation for learning English language. A total of 15 students from a public sector university were interviewed. The data wereanalyzed using inductive thematic analysis. The findings revealed awareness among students from all groups about the importance of English as an international language and the use of translationmethod with focus on grammar before the intervention. However, after the intervention, the three groups showed commonalities and differences in themes contributing towards motivation of language learning. The Experimental Group II showed increased motivationfor language learning due to use of technology oriented methodology that enhanced learning all language skills (listening, speaking, reading, and writing). The findings also indicated that Experimental Group I was greatly motivated through the use of communicative skills that enhanced speaking and writing skills compared to other two groups. The results have important implications for increasing motivation in English language learning through technology in Pakistan and other countries with similar contexts.
Shawana Fazal, Muhammad Iqbal Majoka, Muhammad Ilyas Khan, Sobia Masood. (2017) Technologies Supported Communicative Grammar Translation Model: A Motivational Agent for English Learning, Pakistan Journal of Psychological Research, Volume-32, Issue-1.
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